Report cards help parents/guardians and the general public see where schools and districts
are succeeding and where there is still work to do. This report card overview answers important questions about our school's performance. For the full
report card containing additional data contact the school's principal or visit the Massachusetts Department of Elementary and Secondary Education’s website at http://profiles.doe.mass.edu. For more information about report card data, visit our Profiles Help page.

How is our school doing overall?

Accountability and assistance levels

Our school

Students in this school participated in 2017 Next Generation MCAS tests

Our district

Students in grades 3-8 participated in 2017 Next Generation MCAS tests

Most schools are assigned a level from 1-5, with those meeting their proficiency gap-narrowing goals in Level 1 and the lowest performing in Levels 4 and 5.
A district is typically assigned a level based on the level of its lowest performing school. Placing schools and districts into levels helps districts know which schools need more support,
and helps the state know which districts need the most assistance.
More information is available here: http://www.doe.mass.edu/accountability/

School percentile

School percentiles (1-99) indicate how a school is performing overall compared to other schools that
serve the same or similar grades. Our school's percentile is below.

Lowest performing

Highest performing

Overall progress in narrowing gaps

Massachusetts aims to reduce proficiency gaps by half between 2011 and 2017.

All students

-

High needs students

-

Economically disadvantaged

-

Students with disabilities

English language learners & former ELLs

How does our school's achievement over time compare to the district and the state?

Next Generation MCAS (Average Scaled Score)

English language arts - Grades 3-8

Mathematics - Grades 3-8

Not Meeting Expectations

Partially Meeting Expectations

Meeting Expectations

Exceeding Expectations

Not Meeting Expectations

Partially Meeting Expectations

Meeting Expectations

Exceeding Expectations

Legacy MCAS (CPI)

The Composite Performance Index (CPI) is a number from 1-100 that represents the extent to which all students are progressing toward proficiency in a given subject. When all students demonstrate proficiency on MCAS and/or PARCC tests, the CPI will be 100. Our school's CPIs for 2014-2017 are below.

How does our school's enrollment compare to the district and the state?

Total enrollment

Our school

Our district

Our state

453

5,543

953,748

Our

school

Elementary Schools in our district

Elementary Schools in MA

By high needs population

#

%

#

%

#

%

Economically disadvantaged students

171

37.7

987

42.4

112,788

32.1

Students with disabilities

73

16.1

331

14.2

55,388

15.8

English language learners

10

2.2

170

7.3

41,478

11.8

How do our school's teachers and classrooms compare to the district and the state?

General information

Our

school

Elementary Schools in our district

Elementary Schools in MA

Teachers (#)

30.4

165.2

25,393.9

Core academic classes taught by highly qualified teachers (%)

100.0

100.0

97.5

Average class size (#)

19.7

19.5

19.5

Student : teacher ratio

14.9 to 1

14.1 to 1

13.7 to 1

How is our school doing on other important measures?

Attendance

Our

school

Elementary Schools in our district

Elementary Schools in MA

2017 Attendance rate (%)

95.5

94.9

95.4

2017 Average days absent per student (#)

7.9

8.7

7.9

2017 Chronic absenteeism rate (%)

9.4

12.0

9.8

Discipline

2017 In-school suspension rate (%)

-

0.1

0.5

2017 Out-of-school suspension rate (%)

-

0.7

0.9

High school completion

Our school

Our district

Our state

2015 5-year graduation rate (%)

-

87.9

89.4

2016 4-year graduation rate (%)

-

85.1

87.5

2016 annual dropout rate (%)

-

2.2

1.9

2015 graduates attending institutions of higher education* (%)

-

69.9

75.9

2017 12th graders taking 1+ Advanced Placement courses (%)

-

33.3

41.4

2017 Advanced Placement tests with scores of 3 or higher (%)

-

41.9

65.7

2017 SAT average score - Reading

-

564

552

2017 SAT average score - Writing

-

-

-

2017 SAT average score - Math

-

546

552

2016 MassCore** - Completing a rigorous course of study (%)

-

76.2

77.4

*Postsecondary enrollment data includes any student enrolling in an institution of higher education within 16 months of earning a high school diploma

**MassCore: 4 years of English & math, 3 years of history & lab-based science, 2 years of a foreign language, 1 year of arts & 5 additional "core" courses

What else should you know about our school?

As a staff, Southampton Road Elementary teachers make a practice of taking a deeper look at data to make informed, differentiated instructional plans to address student needs and insure academic growth. Multiple times a year we bring grade level teachers together to analyze current student data to inform teachers so they can adjust their practice. We identify students with common deficits and support them with interventions that pinpoint specific areas of need. At grade level we collaborate to evaluate the quality of differentiated work so that it reflects the level of student work and not quantity of student work. We also collaborate on engagement strategies and implement those that have proven to be most effective. We continue to offer Academic Support in grades 3-5, targeting students to raise MCAS scores in literacy and math. Other initiatives in literacy include Imagine Learning as an intervention only in grade K, Teach Your Monster to Read in grades K-1, Front Row in grades 2-5, and READ 180 and System 44 for tiered reading support in grades 3-5. Interventions in Math include ST Math, Front Row, and Xtra Math at all grade levels.

At Southampton Road School we continue to put great emphasis on the social/emotional well-being of our students and staff. Beyond continuing with the monthly community meetings, we are implementing Mindfulness/Inner Explorer in all classrooms to teach students to self-regulate their emotions. Mindfulness/Inner Explorer will provide staff and students with tools to effectively address social/emotional issues as they occur and strategies to avoid what could be social/emotional situations. We also continue with our school-wide Tier I PBIS initiative which includes monthly meetings with representatives from UMASS and targeted training throughout the year. We are expanding our model to include Tier II and plan to continue with Tier III next year.